THE EFFECT OF TASK BASED LEARNING STRATEGY ON STUDENTS ACHIEVEMENT IN WRITING NARRATIVE TEXT.
THE EFFECT OF TASK BASED LEARNING STRATEGY
ON STUDENTS’ ACHIEVEMENT IN WRITING
NARRATIVE TEXT
A THESIS
Submitted to the English Department Faculty of Language and Arts State
University of Medan in Partial Fulfillment of The requirements for the degree of
Sarjana pendidikan
By:
AFSYAH TRI MIDA SARI
Registration Number: 2102121001
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUANGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENTS
First and foremost, the writer would like to express her deepest thanks to the
almighty God, Allah SWT for the non-stop blessings during her lifetime, for all
wonderful people with whom she lives a life full of happiness and warmth, for the
generous chance to complete her study, and the guidance so that she finally could
finish her thesis.
This thesis is submitted to the English Department, faculty of Language and
arts, State university of Medan as a partial fulfillment of the requirements for taking
the degree of Sarjana Pendidikan. The writer believes that this thesis is far from being
perfect, however , this is the best work she has ever made.
In completing this thesis, there were many people had given their help directly
and indirectly. The writer would like to express her sincere gratitude and appreciation
to those wonderful people:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University
of Medan
Dr. Isda Pramuniati, M. Hum., the Dean of Faculty of Language and
Arts
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and
her writer’s Consultant, for her patient guidance, immense knowledge,
excellent advice, and constructive comments during completing this
thesis.
Dra. Masitowarni Siregar, M.Ed., the Head of English Education
Program.
Prof. Dr. Lince Sihombing M.Pd, Drs. Elia Masa Gintings
M. Hum, and Drs. Bachtiar M.P.d, her Thesis Reviewers and Thesis
examiners who gave comment, Suggestions and advice to the writer.
Dra. Rahmah M.Hum., her Supportive Motivator. For being a great
lecturer with a great lecturing, for encourage her to be creative, for the
indirect motivation and the exciting experience for one academic year.
Kurnia Hendra Putra, S.E, M.Si., Mam Eis., Pak Pantas and Mam
Ola for the administrative help in requirements process.
Drs. K. Lumbantoruan, M.Pd., the Headmaster of SMA N 11
Medan., Umi Kalsum S.Pd., her Collaborator while conducting her
ii
research, and all students of SMA N 11 Medan for helping her in
Collecting the data of her research.
Her beloved parents, Alm. Sunarno and Misnahwati, for their
constant spiritual, mental, moral and material support, encouragement,
motivations, patience, caring, love, the days and nights prays; her
dearest brothers and sister; Eko Roshandy, Dwi Halil Roshidy, and
Sri Wahyuni, her nephews; Syifa Oktaviani, Helmi Nur Hanif and
Alifa Sakinah, for sharing a totally unforgettable lifetime with her.
Her friends; Debbie Ivanalies Tampubolon, Dhian Ayumi Marbun,
Fandy Raymond Napitupulu, Freddy Simarmata, Nurlaila Amalia
Harahap, Rizky Apriliyani Sitanggang S.Pd, and Yuni Khairina
S.Pd, for the friendly friendship and attention during her academic
years.
her boardinghouse friends; Rahma safitri S.PdI, Rika Dahliana S.
S.Pd, Zulia Ayunani S.PdI, Ramadayani Safitri S.PdI, Monika
koriwati M S.Pd, Rismayani S.Pd, Puji Rahayu SPd, Rahma yuli
S.PdI, Anggun Novita S.Pd, Junengsih M.Pd, kak Tini and Maya
indah Puspita Sari
Her beloved friends; Tri Ade Irma S.Kom and Clara Orlinawati
Silalahi S.Pd, thanks for supporting and advices.
Her lovely classmates, DIK Reguler B 2010, for the wonderful four
years she spent with them.
Overall, the writer hopes she can give a bit contribution to language
education, especially major of English.
Medan
August 2014
The writer
iii
ABSTRACT
Tri Mida Sari, Afsyah. 2102121001. The effect of Task Based learning Strategy
on Students’ Achievement in writing narrative Text. A thesis. English
Department. Faculty of Languages and Arts, state University of medan, Medan:
2014.
This study deals with The Effect of Task Based Learning Strategy on Students’
achievement in Writing Narrative text. The strategy of this research was experimental
research. The population of the research was nine parallel classes of the eleventh
grade of SMA NEGERI 11 MEDAN totaling students 362 students. 20 percent of
totaling students were taken out as the sample of experimental group and the control
group by using random sampling technique. The data were collected by conducting
an essay test of writing. The result of the test was analyzed statistically by applying
the t-test formula. From the calculation, it was obtained that tobserved (3.529) higher
that ttable (1.993) at the level of significance (α = 0.05) and df = 72. It means that the
application of Task Based Learning Strategy on Students’ Achievement in writing
Narrative Text was effective because the result showed that students’ score were
higher after the treatment. In conclusion, it is acceptable that Task based learning
Strategy gave a significance effect on students’ achievement in writing narrative
story.
Task Based Learning, Writing Narrative Text
i
LIST OF TABLES
pages
Table 3.1 Research Design...................................................................... 27
Table 3.2 The Scenario of The Teaching Activities ............................. 32
Table 3.3The Scoring Scale of Students’ Writing ................................ 32
vi
CHAPTER I
INTRODUCTION
A. Background of the Study
Language was an important part of human existence and social process that
has many functions to perform the life of human beings. Language was an
instrument to convey information. It was used to express ideas, feeling, purposes,
thoughts, and opinions in written or oral way. Through language, we can share
and transfer knowledge, transmit message from one to another, and from
generation to the next generation. In short, almost all of human activities are
conducted through the use of language.
Writing skill is one of the skills in language that should be mastered. To
master this skill, there are some types of writing that students should learn. One of
them was narrative writing. By considering this situation Departemen Pendidikan
Kebudayaan (2006:6) states that students must be able to express the meaning in
written text and simply essay which form recount, narrative and procedure in
daily life. In reality it seems that the students always face some difficulties when
they are asked to write.
A narrative is a story and narrative writing tells a story, when someone
says “let me tell you what happened to me today,” that person was beginning a
narrative. Miller (1987:77) says that narrative was a type of composition that
gives an account of events of experiences in time. The first step was to understand
that narrative sometimes seem almost too easy. There was often little thinking
involved in telling a story.
Then based on the writer’s experience in teaching practice, it was not easy
for the students to write well in English especially in narrative. The students often
failed writing because they faced some factors : such as, (1) lack of attention to
the process of teaching learning (2) lack of motivation to work hard (3) lack of
time to improve the skill
these situation might have happened because the strategy was less suitable.
So the teacher should make variations and choose a suitable strategy in teaching
writing. For the purpose of Task Based learning (TBL) as one of alternative in
teaching learning process.
Task-based learning (TBL) was typically based on three stages. The first
of was the pre-task ( introduction to topic and task). The second was task cycle
(Task-Planning-Report) and third Language focus (Analysis and practice). An
important of Task Based Learning was that learners are free to choose whatever
language forms they is to fulfill as well as they get the task goals. So this strategy
can facilitate the teaching of writing to the students because Task Based Learning
does not only helps to the teacher to connect the materials to the students’ real
world but also can motivate the students to apply their knowledge in their daily
life.
In applying TBL strategy, the tasks are used as the core unit of planning
and instruction in language teaching. Task Based Learning was not just about
getting learners to do one task and then another but it was more complicated As
Willis makes it Clear, by suggesting there basic stages, namely:
1. Pre Task ( introduction to topic and Task)
2. Task cycle ( Task Planning-Report)
3. Language focus ( Analysis and practice)
An important of TBL was that learners are free to choose whatever
language forms they wish to fulfill as well as they get the task goals. So this
strategy can facilitate the teaching of writing to the students because TBL not only
helps the teacher to connect the materials to the students’ real world but also can
motivate the students to apply their knowledge in their daily life. Moreover,
through writing students will have an activity to show their process of thought
which later on allowing the teachers to control and regulate the process of writing.
From the explanation above, it means that TBL was very important to be
applied to increase students’ achievement in writing, particularly narrative
writing. So in this study, the writer wants to improve student’s narrative writing
by using TBL strategy.
B. Problem of the study
In relation to the background of the study, the problem of this study was
formulated as the following. “what are the features of Task Based learning
strategy to be fulfilled to gain effective learning in narrative writing?
is there any effect of task based learning strategy on students’ in writing narrative
achievement.
C. Objectives of the study
The objective of the study was to investigate features of Task Based learning
to be fulfilled to gain effective in narrative writing.
D. Scope of the study
There are some types of writing that should be mastered by students they are
descriptive, narrative, argumentative, procedure etc. In this study the researcher
focuses on narrative text. To improve students’ narrative text writing, there are
some strategies that can be applied, and in this case the researcher applies Task
Based Learning strategy so this study was restricted to cover the area of the
students’ in writing narrative text.
E. Significance of the Study
Findings of the study are expected to be useful for
1. The teachers to improve his/her way of teaching writing especially
narrative writing. It means that the improvement was to maximize the
students’ achievement to make good writing.
2. The students to realize that the demand on writing was not only to enable
to write some words or sentences as they usually do, but also to share their
information through some process of thought that can be seen from their
writings.
40
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
It can be concluded that there was a significant effect of applying
Task Based Learning strategy on students’
achievement in writing
narrative text. The result of calculating of t-test showed that t-observed
were 3.529 with the degree of freedom (df) 72 at the level of significance
(0.05). the t-observed were higher than t-table 1.993 (α = 0.05) which
implied that hypotesis were accepted.
B. Suggestion
Based on the conclusion, the suggestion can be stated as the
following:
1. It was suggested to the teachers to apply Task Based Learning
strategy on students’ achievement in writing narrative text because it
provides an opportunity for the students to work collaboratively and
creatively in writing, edit and revise their writing in order to practice
their grammar skill, and share idea among the members of group.
2. English teacher should try to apply Task-Based Learning strategy on
students’ achievement in writing narrative text. so that it can make the
learners able to write a better text, enhance academic achievement to
high, average, and low achiever, improve race relation and other
social relationship, greater acceptance of mainstreamed students,
41
improve self-esteem, better attitudes toward the subject and toward
school in general, improve time-on-task
42
REFERENCES
Borg, Walter and Gall, Meredith. 1983. Educational Research: An Introduction
4th ed. New York: Longman.
Definition of Writing ability in http://teachingenglishonline.net/definitionofwriting-ability.
Departemen Pendidikan Kebudayaan (2006:6)
Harmer, Jeremy. 2004. How to teach Writing. England: Pearson Education.
Harmer, Jeremy. 2001.The Practice of English language teaching 3rd ed. England:
Pearson education.
Heaton, J.B. 1988. Writing English language test. London: Longman.
Kitchakarn, Oracorn. 2012. The Impact of cooperative learning Approach on
Students’ Writing Skills. European Journals of Social Sciences, 33/1:
110-118.
Mercer, C.D. and Mercer, A.R. 1989. Teaching Students with Learning Problems
3rd ed. Ohio: Merrill.
Oshima, Alice and Hogue, Ann. 1997. Introducing to Academic Writing 2nd ed.
New York: Addwason Wesley longman.
Pardiyono. 2007. Pasti Bwasa! A Genre-Based Writing. Yogyakarta: ANDI.
Sudarwati, Th.M. and Grace, Eudia. 2007. Look Ahead 3: An English Course for
Senior High School Students Year XII. Jakarta: Erlangga.
43
Wasnian,
Sofyan.
2009.
Defenition
of
http://hmsofyanwasnianspd.blogspot.com.2009/08
achievement.html Accesed on May 13th, 2013
Achievement
in
defenition-of
Yan, guo. 2005. A Process Genre Model for Teaching Writing. English Teaching
forum 43 (3): 18-26.
ON STUDENTS’ ACHIEVEMENT IN WRITING
NARRATIVE TEXT
A THESIS
Submitted to the English Department Faculty of Language and Arts State
University of Medan in Partial Fulfillment of The requirements for the degree of
Sarjana pendidikan
By:
AFSYAH TRI MIDA SARI
Registration Number: 2102121001
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUANGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENTS
First and foremost, the writer would like to express her deepest thanks to the
almighty God, Allah SWT for the non-stop blessings during her lifetime, for all
wonderful people with whom she lives a life full of happiness and warmth, for the
generous chance to complete her study, and the guidance so that she finally could
finish her thesis.
This thesis is submitted to the English Department, faculty of Language and
arts, State university of Medan as a partial fulfillment of the requirements for taking
the degree of Sarjana Pendidikan. The writer believes that this thesis is far from being
perfect, however , this is the best work she has ever made.
In completing this thesis, there were many people had given their help directly
and indirectly. The writer would like to express her sincere gratitude and appreciation
to those wonderful people:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University
of Medan
Dr. Isda Pramuniati, M. Hum., the Dean of Faculty of Language and
Arts
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and
her writer’s Consultant, for her patient guidance, immense knowledge,
excellent advice, and constructive comments during completing this
thesis.
Dra. Masitowarni Siregar, M.Ed., the Head of English Education
Program.
Prof. Dr. Lince Sihombing M.Pd, Drs. Elia Masa Gintings
M. Hum, and Drs. Bachtiar M.P.d, her Thesis Reviewers and Thesis
examiners who gave comment, Suggestions and advice to the writer.
Dra. Rahmah M.Hum., her Supportive Motivator. For being a great
lecturer with a great lecturing, for encourage her to be creative, for the
indirect motivation and the exciting experience for one academic year.
Kurnia Hendra Putra, S.E, M.Si., Mam Eis., Pak Pantas and Mam
Ola for the administrative help in requirements process.
Drs. K. Lumbantoruan, M.Pd., the Headmaster of SMA N 11
Medan., Umi Kalsum S.Pd., her Collaborator while conducting her
ii
research, and all students of SMA N 11 Medan for helping her in
Collecting the data of her research.
Her beloved parents, Alm. Sunarno and Misnahwati, for their
constant spiritual, mental, moral and material support, encouragement,
motivations, patience, caring, love, the days and nights prays; her
dearest brothers and sister; Eko Roshandy, Dwi Halil Roshidy, and
Sri Wahyuni, her nephews; Syifa Oktaviani, Helmi Nur Hanif and
Alifa Sakinah, for sharing a totally unforgettable lifetime with her.
Her friends; Debbie Ivanalies Tampubolon, Dhian Ayumi Marbun,
Fandy Raymond Napitupulu, Freddy Simarmata, Nurlaila Amalia
Harahap, Rizky Apriliyani Sitanggang S.Pd, and Yuni Khairina
S.Pd, for the friendly friendship and attention during her academic
years.
her boardinghouse friends; Rahma safitri S.PdI, Rika Dahliana S.
S.Pd, Zulia Ayunani S.PdI, Ramadayani Safitri S.PdI, Monika
koriwati M S.Pd, Rismayani S.Pd, Puji Rahayu SPd, Rahma yuli
S.PdI, Anggun Novita S.Pd, Junengsih M.Pd, kak Tini and Maya
indah Puspita Sari
Her beloved friends; Tri Ade Irma S.Kom and Clara Orlinawati
Silalahi S.Pd, thanks for supporting and advices.
Her lovely classmates, DIK Reguler B 2010, for the wonderful four
years she spent with them.
Overall, the writer hopes she can give a bit contribution to language
education, especially major of English.
Medan
August 2014
The writer
iii
ABSTRACT
Tri Mida Sari, Afsyah. 2102121001. The effect of Task Based learning Strategy
on Students’ Achievement in writing narrative Text. A thesis. English
Department. Faculty of Languages and Arts, state University of medan, Medan:
2014.
This study deals with The Effect of Task Based Learning Strategy on Students’
achievement in Writing Narrative text. The strategy of this research was experimental
research. The population of the research was nine parallel classes of the eleventh
grade of SMA NEGERI 11 MEDAN totaling students 362 students. 20 percent of
totaling students were taken out as the sample of experimental group and the control
group by using random sampling technique. The data were collected by conducting
an essay test of writing. The result of the test was analyzed statistically by applying
the t-test formula. From the calculation, it was obtained that tobserved (3.529) higher
that ttable (1.993) at the level of significance (α = 0.05) and df = 72. It means that the
application of Task Based Learning Strategy on Students’ Achievement in writing
Narrative Text was effective because the result showed that students’ score were
higher after the treatment. In conclusion, it is acceptable that Task based learning
Strategy gave a significance effect on students’ achievement in writing narrative
story.
Task Based Learning, Writing Narrative Text
i
LIST OF TABLES
pages
Table 3.1 Research Design...................................................................... 27
Table 3.2 The Scenario of The Teaching Activities ............................. 32
Table 3.3The Scoring Scale of Students’ Writing ................................ 32
vi
CHAPTER I
INTRODUCTION
A. Background of the Study
Language was an important part of human existence and social process that
has many functions to perform the life of human beings. Language was an
instrument to convey information. It was used to express ideas, feeling, purposes,
thoughts, and opinions in written or oral way. Through language, we can share
and transfer knowledge, transmit message from one to another, and from
generation to the next generation. In short, almost all of human activities are
conducted through the use of language.
Writing skill is one of the skills in language that should be mastered. To
master this skill, there are some types of writing that students should learn. One of
them was narrative writing. By considering this situation Departemen Pendidikan
Kebudayaan (2006:6) states that students must be able to express the meaning in
written text and simply essay which form recount, narrative and procedure in
daily life. In reality it seems that the students always face some difficulties when
they are asked to write.
A narrative is a story and narrative writing tells a story, when someone
says “let me tell you what happened to me today,” that person was beginning a
narrative. Miller (1987:77) says that narrative was a type of composition that
gives an account of events of experiences in time. The first step was to understand
that narrative sometimes seem almost too easy. There was often little thinking
involved in telling a story.
Then based on the writer’s experience in teaching practice, it was not easy
for the students to write well in English especially in narrative. The students often
failed writing because they faced some factors : such as, (1) lack of attention to
the process of teaching learning (2) lack of motivation to work hard (3) lack of
time to improve the skill
these situation might have happened because the strategy was less suitable.
So the teacher should make variations and choose a suitable strategy in teaching
writing. For the purpose of Task Based learning (TBL) as one of alternative in
teaching learning process.
Task-based learning (TBL) was typically based on three stages. The first
of was the pre-task ( introduction to topic and task). The second was task cycle
(Task-Planning-Report) and third Language focus (Analysis and practice). An
important of Task Based Learning was that learners are free to choose whatever
language forms they is to fulfill as well as they get the task goals. So this strategy
can facilitate the teaching of writing to the students because Task Based Learning
does not only helps to the teacher to connect the materials to the students’ real
world but also can motivate the students to apply their knowledge in their daily
life.
In applying TBL strategy, the tasks are used as the core unit of planning
and instruction in language teaching. Task Based Learning was not just about
getting learners to do one task and then another but it was more complicated As
Willis makes it Clear, by suggesting there basic stages, namely:
1. Pre Task ( introduction to topic and Task)
2. Task cycle ( Task Planning-Report)
3. Language focus ( Analysis and practice)
An important of TBL was that learners are free to choose whatever
language forms they wish to fulfill as well as they get the task goals. So this
strategy can facilitate the teaching of writing to the students because TBL not only
helps the teacher to connect the materials to the students’ real world but also can
motivate the students to apply their knowledge in their daily life. Moreover,
through writing students will have an activity to show their process of thought
which later on allowing the teachers to control and regulate the process of writing.
From the explanation above, it means that TBL was very important to be
applied to increase students’ achievement in writing, particularly narrative
writing. So in this study, the writer wants to improve student’s narrative writing
by using TBL strategy.
B. Problem of the study
In relation to the background of the study, the problem of this study was
formulated as the following. “what are the features of Task Based learning
strategy to be fulfilled to gain effective learning in narrative writing?
is there any effect of task based learning strategy on students’ in writing narrative
achievement.
C. Objectives of the study
The objective of the study was to investigate features of Task Based learning
to be fulfilled to gain effective in narrative writing.
D. Scope of the study
There are some types of writing that should be mastered by students they are
descriptive, narrative, argumentative, procedure etc. In this study the researcher
focuses on narrative text. To improve students’ narrative text writing, there are
some strategies that can be applied, and in this case the researcher applies Task
Based Learning strategy so this study was restricted to cover the area of the
students’ in writing narrative text.
E. Significance of the Study
Findings of the study are expected to be useful for
1. The teachers to improve his/her way of teaching writing especially
narrative writing. It means that the improvement was to maximize the
students’ achievement to make good writing.
2. The students to realize that the demand on writing was not only to enable
to write some words or sentences as they usually do, but also to share their
information through some process of thought that can be seen from their
writings.
40
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
It can be concluded that there was a significant effect of applying
Task Based Learning strategy on students’
achievement in writing
narrative text. The result of calculating of t-test showed that t-observed
were 3.529 with the degree of freedom (df) 72 at the level of significance
(0.05). the t-observed were higher than t-table 1.993 (α = 0.05) which
implied that hypotesis were accepted.
B. Suggestion
Based on the conclusion, the suggestion can be stated as the
following:
1. It was suggested to the teachers to apply Task Based Learning
strategy on students’ achievement in writing narrative text because it
provides an opportunity for the students to work collaboratively and
creatively in writing, edit and revise their writing in order to practice
their grammar skill, and share idea among the members of group.
2. English teacher should try to apply Task-Based Learning strategy on
students’ achievement in writing narrative text. so that it can make the
learners able to write a better text, enhance academic achievement to
high, average, and low achiever, improve race relation and other
social relationship, greater acceptance of mainstreamed students,
41
improve self-esteem, better attitudes toward the subject and toward
school in general, improve time-on-task
42
REFERENCES
Borg, Walter and Gall, Meredith. 1983. Educational Research: An Introduction
4th ed. New York: Longman.
Definition of Writing ability in http://teachingenglishonline.net/definitionofwriting-ability.
Departemen Pendidikan Kebudayaan (2006:6)
Harmer, Jeremy. 2004. How to teach Writing. England: Pearson Education.
Harmer, Jeremy. 2001.The Practice of English language teaching 3rd ed. England:
Pearson education.
Heaton, J.B. 1988. Writing English language test. London: Longman.
Kitchakarn, Oracorn. 2012. The Impact of cooperative learning Approach on
Students’ Writing Skills. European Journals of Social Sciences, 33/1:
110-118.
Mercer, C.D. and Mercer, A.R. 1989. Teaching Students with Learning Problems
3rd ed. Ohio: Merrill.
Oshima, Alice and Hogue, Ann. 1997. Introducing to Academic Writing 2nd ed.
New York: Addwason Wesley longman.
Pardiyono. 2007. Pasti Bwasa! A Genre-Based Writing. Yogyakarta: ANDI.
Sudarwati, Th.M. and Grace, Eudia. 2007. Look Ahead 3: An English Course for
Senior High School Students Year XII. Jakarta: Erlangga.
43
Wasnian,
Sofyan.
2009.
Defenition
of
http://hmsofyanwasnianspd.blogspot.com.2009/08
achievement.html Accesed on May 13th, 2013
Achievement
in
defenition-of
Yan, guo. 2005. A Process Genre Model for Teaching Writing. English Teaching
forum 43 (3): 18-26.